Effects of a Storytelling Program with Drama Techniques to Understand and Accept Intellectual Disability in Students 6 - 7 Years Old. A Pilot Study

Giagazoglou, Paraskevi; Papadaniil, Maria

doi:10.4236/ape.2018.82020

Cited by 14 publications

(9 citation statements)

References 32 publications

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“…Taking a different approach, some education researchers have advocated for using anti-bias picture books as conversation starters to discuss critical topics such as race and racism (Husband, 2019 ; Kim et al, 2016 ; Yu, 2020 ), social class and poverty (Nenadal & Mistry, 2018 ), different abilities (Beneke & Cheatham, 2020 ; Giagazoglou & Papadaniil, 2018 ), and gender and sexuality (Ryan & Hermann-Wilmarth, 2018 ). Unlike multicultural literature, anti-bias literature explicitly presents social injustice issues in the forms of systemic racism, gender/racial discrimination, gender policing, transphobia, and homophobia, usually with a racialized/gendered/oppressed child as the main character.…”

Section: Literature Reviewmentioning

confidence: 99%

“Children Have the Fairest Things to Say”: Young Children’s Engagement with Anti-Bias Picture Books

Nguyen

2021

Early Childhood Educ J

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This qualitative case study investigated how an early childhood teacher and young children in a public White-predominant kindergarten classroom engaged in critical discussions of anti-bias issues including racism, White privilege, gender stereotypes, gender nonconformity, sexism, and homophobia. Through the use of interactive read-alouds using anti-bias picture books, the study’s findings revealed that (a) the children could participate in thoughtful interactions during anti-bias read-aloud sessions and showed their complex understanding of race and gender issues; (b) the children needed substantial support to engage in activism against social injustices; (c) the children displayed a variety of responses to the discussion questions and activities related to gender-themed picture books as most children had difficulties resisting gender binary conceptions and stereotypes while some children, especially boys, were strongly empowered to embrace gender-nonconforming practices; and finally (d) some children internalized and enacted anti-immigrant, anti-Blackness, and racial/gender discriminatory actions to which the early childhood teacher often failed to either disrupt or intervene.

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Section: Literature Reviewmentioning

confidence: 99%

“Children Have the Fairest Things to Say”: Young Children’s Engagement with Anti-Bias Picture Books

Nguyen

2021

Early Childhood Educ J

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“… 48 In addition, it was recommended to prepare children with disabilities for disasters with art and storytelling. 49 50 …”

Section: Innovative Solutions For Preparing Children For Climate-relamentioning

confidence: 99%

Preparing children for climate-related disasters

Seddighi

Yousefzadeh

López

et al. 2020

bmjpo

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Climate-related disasters affect different dimensions of children’s health and well-being both directly and indirectly. Reducing children’s vulnerability and exposure to climate-related disasters is crucial to protect them against risks. Children as climate-change agents and future leaders at local, national and international level can obviously contribute to reduce vulnerabilities in families and communities and transfer knowledge to them. Moreover, children can advocate for climate change mitigation. In the long term, participation of children in the climate change mitigation programmes may lead to fewer disasters and, consequently, less risk to their health.As government policies have failed to fully address and respond to the drivers of climate-related disasters, disasters preparedness and education for children should be considered an essential activity to protect children from disaster’s risks.Main factors in shaping children’s behaviour and response to disaster are increasing the risk perception and knowledge of the children. When a child perceived likelihood, susceptibility and severity of a disaster (such as earthquake), then they would be able and willing to learn how to prepare for that.So far, disaster education programmes for children have mostly relied on offline school-based training. Different innovative approaches can be applied to continue education within online and digital formats including virtual reality, digital games and online platforms. However, an advocacy support by influential entities such as companies engaged in entertainment industry is required to raise the awareness of public and particularly the children about disaster preparedness.

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“…Many educational interventions have sought to change attitudes by simply teaching students about disability, which focuses exclusively on the cognitive dimension of attitude (e.g., Lloyd et al., 2017). Other studies have explicitly targeted two of the dimensions (e.g., Giagazoglou and Papadaniil, 2018). Only a handful of studies have compared interventions targeting one and two dimensions of attitude.…”

Section: Introductionmentioning

confidence: 99%

The effects of the Tripartite Intervention on students’ attitudes towards disability

Freer

2021

Research in Spec Educ Needs

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Poor attitudes towards disability held by one’s peers can negatively impact the social experiences of students with exceptionalities. Fortunately, educational intervention efforts can serve to enhance children’s attitudes towards disability. This quasi‐experimental study tested the effectiveness of the Tripartite Intervention (TI), a 12‐lesson educational intervention aimed at improving students’ attitudes towards disability. Two Grade 4 classes from a large rural school in Southwestern Ontario made up the control and experimental groups. The CATCH scale was used to measure students’ attitudes towards disability before and after the intervention. 2 × 2 mixed ANOVAs were calculated to measure the effectiveness of the intervention. There was a significant main effect for time, but a non‐significant interaction effect when global attitude scores were examined. A significant interaction effect was found, however, for the cognitive dimension. These findings indicate that the TI had an impact on how students thought about disability. Determinant factors were also examined. Having a family member was associated with more positive attitudes towards disability, whereas self‐reported gender and friendship with someone who has a disability were not. Replication studies on the effects of the TI with larger and more diverse samples are needed.

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Effects of a Storytelling Program with Drama Techniques to Understand and Accept Intellectual Disability in Students 6 - 7 Years Old. A Pilot Study

Cited by 14 publications

References 32 publications

“Children Have the Fairest Things to Say”: Young Children’s Engagement with Anti-Bias Picture Books

“Children Have the Fairest Things to Say”: Young Children’s Engagement with Anti-Bias Picture Books

Preparing children for climate-related disasters

The effects of the Tripartite Intervention on students’ attitudes towards disability

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